To determine the suitability of a site to introduce fox mitigation, scientists must first learn about the animal and then find evidence of the presence of an endangered animal in an area.
During the fieldwork day, students will collect scientific data to determine which of two potential wildlife camera sites is the more suitable for a Southern Brown Bandicoot sampling.
Inquiry Questions
What effect can Southern Brown Bandicoots have on other species in a community?
How can human activity impact on an ecosystem?
Fieldwork Inquiry Question
How do scientists determine where fox mitigation should take place to protect endangered species?
Students are expected to complete pre-visit work to ensure they are able to complete the fieldwork. This includes an in-depth research of the Southern Brown Bandicoot features and niche. Once completed, students will use this information to plan an investigation.
Students will use scientific equipment to investigate and compare the abiotic features of two sites to determine the suitability for a Southern Brown Bandicoot population and therefore a targeted camera setup site.
Abiotic features to be measured include soil texture, soil pH, soil temperature, aspect, slope, light intensity, air temperature and humidity.
Students will use scientific equipment to investigate and compare the abiotic features of two sites to determine the suitability for a Southern Brown Bandicoot population and therefore a targeted camera setup site.
Biotic features to be measured include an invertebrate survey, scat and tracks identification, ground cover and vegetation survey
Students will learn about the local Aboriginal people and some of the traditional management strategies.
Students will also lean about the importance of the Koorawull (Bandicoot) to Guringai people and visit a traditional Aboriginal site.
Students will learn about the human impacts on SBB populations in the park and discuss possible management strategies to limit the impact.
This program is offered at the following locations. Click on an image to find out more.
*Note: Excursions at Muogamarra operate in Terms 2 and 3 only.
NOTE: Variations to timetable based on specific location, number of students and weather.
Time | Class A | Class B | Class C |
10.00am | Acknowledgement of Country, Welcome Review of pre-visit material |
||
10.30am | Morning Tea | ||
10.50am | Site 1: Abiotic and biotic data collection | Aboriginal cultural site visit | Aboriginal cultural site visit |
11.40am | Aboriginal cultural site visit | Site 2: Abiotic and biotic data collection | Site 1: Abiotic and biotic data collection |
12.20pm | Site 2: Abiotic and biotic data collection | Site 1: Abiotic and biotic data collection | Site 2: Abiotic and biotic data collection |
1.00pm | Data analysis | Organism interactions Human impacts |
Data analysis |
1.15pm | Organism interactions Human impacts |
Data analysis | Organism interactions Human impacts |
1.30pm | Lunch and toilets | ||
2.00m | Finish and depart |
Excursion locations |
Muogamarra Nature Reserve, Cowan (Terms 2 and 3 only) |
Bus access map | Map for access to venue will be sent with the confirmation Please ensure you print a copy and provide to the bus driver on the morning of the excursion. |
Cost | 2024 DoE $20 per student - GST free 2024 Non-gov school cost $25 per student - GST free, minimum charge $600 per class. NOTE: National Parks entry is $1.10 per student in addition |
Class numbers and size | Up to 4 classes Max. 30 students per class |
Risk Assessments | |
What to bring | Backpack, medication, low-waste food, water bottle, sunblock, raincoat, hat, sturdy shoes, mask. Students wear sports uniform. |
Adverse weather |
On days where the weather is unsuitable (see risk assessment), a Gibberagong staff member will contact the organising teacher to discuss alternative arrangments. |
Medical notifications |
Notify Gibberagong EEC by completing and returning the medical form before the excursion. This form will be sent out upon confirmation of booking. |
The Bandicoot Resource Hub supports the fieldwork program and includes pre-visit activities, teacher programming outline and resources. This resources will support schools/students wanting to complete this as a depth study. Please contact the Centre for more information.
The Bandicoot Virtual Fieldwork site is an online resource to support students who are unable to attend the fieldwork. Please contact the Centre for more information.
A student:
> develops and evaluates questions and hypotheses for scientific investigation BIO11/12-1
> designs and evaluates investigations in order to obtain primary and secondary data and information BIO11/12-2
> conducts investigations to collect valid and reliable primary and secondary data and information BIO11/12-3
> selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media BIO11/12-4
> analyses and evaluates primary and secondary data and information BIO11/12-5
> analyses ecosystem dynamics and the interrelationships of organisms within the ecosystem BIO11-11
Module 4: Ecosystem Dynamics
Population Dynamics
Students:
- the impact of abiotic factors
- the impact of biotic factors, including predation, competition and symbiotic relationships
- the ecological niches occupied by species
- predicting consequences for populations in ecosystems due to predation, competition, symbiosis and disease
- measuring populations of organisms using sampling techniques
Past Ecosystems
Students:
- Aboriginal rock engravings, middens
Future Ecosystems
Students:
investigate changes in past ecosystems that may inform our approach to the management of future ecosystems, including:
- the role of human-induced selection pressures on the extinction of species
- the role of changing climate on ecosystems
Biology Stage 6 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2017
address Ku-ring-gai Chase National Park, Bobbin Head Road Picnic Area, North Turramurra NSW 2074
telephone 02 9457 8245
website gibberagon-e.schools.nsw.gov.au
We acknowledge the traditional custodians of the land on which we work. We would like to pay our respects to the Elders, past, present and emerging and acknowledge our Aboriginal Elders and knowledge holders who have helped us to understand the special connection Aboriginal Peoples have with the land.
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